THE USE OF RECOUNT TEXT TO DEVELOP STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH OF
SECOND GRADE STUDENTS IN JUNIOR HIGH SCHOOL 1 PRINGAPUS IN THE ACADEMIC YEAR 2016/2017)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) English Education Department of
Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga
MUHAMAD MUSTOFA 11312037
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
MOTTO
“Live as If your were to die tomorrow. Learn as if you were to live forever’’
--- Mahatma Gandhi ---
Love the life you live Live the life you love
DEDICATION This work is sincerely dedication for:
My beloved mother (Komini) who always prays, guides, motivates, and
supports me to become a better person and fo my father (Muchsinin Alm.)
who is already in heaven and always prayed for me.
My beloved olders sister (Antinis and family, Kumiyatun and family, Siti
Kumiyati and family, Tumiyati and family) also my younger sister (Budi
Lestari) and my big family who fill my life with love and affection.
ACKNOWLEDGMENT
Assalamu’alaikumWr. Wb.
In the name of Allah SWT, the most gracious and merciful, the king of universe
and space. Thanks to Allah because the writer could complete this graduation paper
as on of requirement to finish the study in English Education Department of State
Institute for Islamic Studies (IAIN) Salatiga.
This graduation paper would not have completed without support, guidance, and
help from individual and institution. Therefore, I would like to express special thank
to:
1. Dr. Rahmat Hariyadi, M. Pd. As the Rector of State Institute for Islamic
Studies (IAIN) Salatiga.
2. Suwardi, M. Pd., as a the Dean of Teacher Training and Education Faculty.
3. Noor Malihah, S. Pd., Ph. D., as the Head of English Department of State
Institute Studies (IAIN) Salatiga.
4. Setia Rini, M. Pd. as counselor who has brings up and gives the writer
advices, seggestions and recomendations for this graduating paper from
until the end. Thank you for your patience and care.
5. All lecturers in the English Department of IAIN Salatiga. Thank you for all
guidance, knowledge, support andespecialls to Mr. Muhamad Hasbi, M. A..
6. All of big family SMPN 1 Pringapus, the head master, all of the teachers
7. My lovely best friends (Aisyah Ambalika Saraswati, Pipit Puspitasari,
Afuza Shara Zulfa, Siti Kholishoh, Muh. Saebani, Ulin Niam and my
beloved brother Adi Tri Mardianto who always supporting me, make my
day be smille and happy. You rise me up!!
8. My lovely someone who always support me and pray for me.
9. All of my friends PBI’12 thank you for everything.
Finally, the writer realized that this graduation paper is from being perfect. The
writer gladly accepts the comment and suggestion for the betterment of his
graduation paper.
Salatiga, 13 September 2016
The writer
Muhamad Mustofa NIM. 11312037
ABSTRACT
Mustofa, Muhamad. 2016. “THE USE OF RECOUNT TEXT TO DEVELOP
of Second Grade Students in Junior High School 1 Pringapus in the Academic Year 2016/2017). A graduating paper.English Education DepartmentTeacher Training and Education Faculty at State Institute for Islamic Studies (IAIN) Salatiga. Consultant: Setia Rini, M. Pd.
Keywords: use, improve, reading, reading comprehension, recount text
This research is intened to elevate the students’ reading comprehension
through Recount Text. The aims of this research are to describe the implementation
of Recount Text to improve students’ reading comprehension of the second grade
of SMPN 1 Pringapus in the academic year 2016/2017, to find out whether the
implemantation of Recount Text improving students’ reading comprehension. The
research method that is used in the research is classroom action research. The subject of research were 34 students in second grade at SMPN 1 Pringapus. The research uses two cycles, each cycle consist of planning, action, observation, and reflection. The result of this research shows that there is an improvement of the
students’ reading comprehension using “Recount Text”. It can be seen from t-test
calculation in cycle I is 73,38 and cycle II is 84,26. This indicates that by applying
“Recount Text”, the students’ reading comprehension can be improved.
TITLE PAGE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTE ... iii
CERTIFICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGEMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF TABLE ... xiv
CHAPTER I : INTRODUCTION A. Background ofStudy ... 1
B. Problems of Study ... 4
C. Review of previous studies... 4
D. Objectives of the Study ... 5
E. Significances of the study ... 5
F. Limitations of study ... 7
G. Definition of key words ... 7
H. Organization of the graduating paper ... 8
A. Reading ...
1. Definition of reading ...
2. Aspect of reading ...
3. Type of reading ...
4. Academic Purpose of Reading ...
5. The Principle of Teaching Reading ...
6. Reading Process ... 9
B. Reading Comprehension ...
1. Definition of Reading Comprehension ...
2. Levels of Comprehension ...
3. Factor Affecting Comprehension ... 15
15
16
17
C. Recount Text ...
1. Definition of Recount ...
2. Generic Structure of Recount ...
3. Language Feature of Recount ...
4. Examples and structures of the text ... 17
17
18
18
19
A. Profile of School ...
1. Setting of the research ...
2. Subject of the research ... 20
20
20
B. Research Methodology ...
1. Research Method ...
2. Research Approach ...
3. Research Design ...
4. Data Collection Method ...
5. Data Analysis Method ... 22
C. Research procedure ...
1. Research procedure ...
2. Technique of Collecting Data ...
3. Technique of Analysis Data ... 24
24
27
28
CHAPTER IV: DATA ANALYSIS
A. Research Finding ...
1. Cycle I ...
1) Planning ...
2) Implementation of the action ...
2) Implementation of the action ...
3) Observation ...
4) Reflection ... 42
43
43 B. Discussion ... 50
CHAPTER V : CLOUSER
A. Conclusion ... 52
B. Suggestion ... 53
BIBLIOGRAPHY APPENDICES
Table 3.1 VIII A Students of Junior High School 1 Pringapusin
theAcademic Year 2016/2017 ... 21
Table 4.1 The result of pre test cycle I ... 35
Table 4.2 The result of post test cycle I ... 36
Table 4.3 The result of pre test and post test cycle I ... 37
Table 4.4 The result of pre test cycle II ... 44
Table 4.5 The result of post-test cycle II ... 45
Table 4.6 The result of pre test and post test cycle II ... 46
Table 4.7 The mean of students’ score ... 50
INTRODUCTION
A. Background ofStudy
Language is a system of communication by sound, operating though the
organ or speech and hearing, among members or given community, using
vocal symbols processing arbitrary conventional meaning (Brown, 1980:4.
Without language we cannot convey what our ideas to others, means that have
to know and understand language well. As an international language, English
is used to communicate in modern era. English is an international language
which is used as media of international commnicationin Indonesia.
English considered as a foreign language and taught formally at the
school. English is given starting from kindergarten up to the university.
Students are having many times to learn English at the school or at home with
their friends. There are two things which we all know about language: first
that we use it for a certain purpose, second that it only makes sense in context.
It helps the students to get more of skill in English language skills.In English,
there are four skills should be mastered, they are reading, listening, speaking,
and writing. From these four skills, reading is essential factor to improve the
readers to another skills listening, speaking, and writing (Cathereine,
1996:11).Reading becomes important because it brings some advantages.The
students will gain a lot of information from various courses that improve their
insights to the world and its development. The students also get more
teacher’s explanation. The information that is obtained can be several
information about past, present and future event. Even more about everything
that happened or something the students do not know before, that will enrich
their knowledge about everything. Reading skill becomes very important in
the education field, so that students must be trained in order to have a good
skill in reading.
Reading is crucial for students, because the success of their study
depends must master in order to be successful in school and in life. As
profesional education, we know that the parent, principle, district leaders, and
even our goverment are contantly pushsing up to increase the reading levels
of the students in our classrooms (Stone. 2009:39).
By reading active the readers will get the individual problem solving
who coordinates a number skills and strategies to gain comprehension as
he/she read as independent readers set their own goal of the readers and by
specific of both languge use and student abilities (Silversten, 1984:12).
Reading comprehension is the ability to understand what we read where
words have context and texts have meaning. Reading comprehension skills
allow us to read proficiently, learn effectively and to conceptualize. These
skills are, basically, based on earlier stage of reading development, including
oral reading and fluency. Without developing these earlier reading skills,
progressing to meaning and understanding (Grabe & Stoller, 2002) to be the
source from (Grabe & Stoller, 2002 in Shiue (2012: 1).
However, in English learning especially in Junior High School in SMP
N 1 Pringapus, the students still have problem about reading comprehension
in their reading text. Usually, most of students still consider that English is
difficult lesson, especially with reading comprehension. Many students do not
understand what the teacher in English when teacher give them text or
paragraph. The students do not understand the meaning of the text or
paragraph, so they cannot answer the question from the teacher. The
Minimum Achievement Criterion (KKM) of English subject of second grade
students of SMP N 1 Pringapus is 75 but almost students in that class get low
score under the Minimum Achievement Standard.
This case happens because many students are not accustomed to read
the English books, listening English music or watching English movie.
However, the teachers have an important role; they must create the class
situation more interesting and the students feel enjoy the class. To create good
situation in class, certainly method of the teaching learning process also
support the situation. Therefore, the researcher proposes to solve the problem
using recount text.
Based on the background above, the writer emphasizes the study in the
use of recount text reading model by conducting class action reasearch. It
focuses on “THE USE OF RECOUNT TEXT TO DEVELOP STUDENT’S READING COMPREHENSION (A classroom Action
Research of Second Grade Students’ in Junior High School 1 Pringapus in the Academic Year 2016/2017).”
B. Problems of Study
Based on the background of the study, the writer finds out the following
problems, they are:
1. How is the implementation of recount text in improve students’
reading comprehension of the Second Grade in Junior High
School1 Pringapus in the academic year 2016/2017?
2. To what extent is the use of recount textimprove students’ reading
comprehension of the Second Grade in Junior High School 1
Pringapus in the academic year 2016/2017?
C. Review of previous studies
Kurniawan (2010), conducted research about how to improve the
students’ reading comprehension using STAD method. In his research, he
emphasizes on the method in improving students’ comprehension, the method
he used is STAD (Student Team Achievement Division).
The second research is from Salam (2015). He conduct a research about
how to improve students’reading comprehension using oregon reading
model. It was a classroom action research of the second year students of SMK
N I Salatiga in the academic year of 2014/2015, conducted by AthokIbnu
These researches mentioned above are similar on its purpose.They both
expect to improve students’ reading comprehension. The differences from the
former research which sticks out the method in improving students’ reading
comprehension, this research the media to improve students’ reading
comprehension. The researcher uses recount text as a teaching media to
improve students’ reading comprehension.
D. Objectives of the Study
This study has some following purposes, they are:
1. To describe the implementation of recount textto improve
students’ reading comprehension of Second Grade in Junior High
School 1 Pringapus Academic Year 2016/2017.
2. To find out to what extent of the use recount textin improve
students’ reading comprehension of Second Grade in Junior High
School 1 Pringapus in the Academic Year 2016/2017.
E. Significances of the study
This study is expected to give theoritical and practical benefits:
1. Theoretical
The result of this study can be used as the reference for those
who want to conduct a study in English teaching and learning
process.
2. Practical
The finding or this study can be used as starting point for
the researcherto get experience that will be useful in the future
as an English teacher.
b. For the students
The finding of this study could motivate students in to
involve them in learning process actively and to improve their
reading comprhension.
c. For the English Teacher
The finding of this study can be a new knowledge for the
English teachers in teaching reading comprehension. The
researcherhope the teachers know the importance of recount
textReading Model to improve the students’ reading
comprehension. The teachers could improve their capability
through many ways to develop the new methods of language
learning to increase the knowledge about reading
comprehension.
In order to avoid misinterpretation of the problem, the researcher would
like to limit the scope of the study. The researcher wants to know that recount
text can improve the students’ reading comprehension. This study was
conducted in class VIII A with 34 students of Junior High School 1 Pringapus
in the academic year of 2016/2017.
G. Definition of key words
The researcherclarifies the term to avoid mistakes in the title above:
1. Use
To employ for some purposes, put into service; make use of; to
use a knife (Hornby, 1985:425). The meaning of use in this case
is in applying the Short story Reading Model.
2. Recount TextModel
This Reading model used by recount textof education has
developed with a committe of teachers the four traits of reading:
comprehension, extend understanding, reads critically for text
analysis, reads critically for context analysis.
3. Improve
Improve is achieved or produced something better (Oxford
University Press, 2008:222).
4. Reading
According to, Blair & Rupley (1981:2)reading can be defined as
also define the reading is an interacting pocess with the language
in the printed page.
5. Reading Comprehension
Reading comprehension itself is a process of making sense of
writing ideas through meaningful interpretation and interaction
with language (Dallman et al, 1982:25).
H. Organization of the graduating paper
This study is organized into five chapthers as follows:
Chapter I is introduction presenting the background of the study,
problem os study, review of previous studies, objective of study, significances
of the study, limitation of study, dfinition of study, and organization of the
graduating paper.
Chapter II is theoretical framework which discusses about definition of
reading, aspect of reading, types of reading, academic purposes of reading,
the principle of teaching reading, reading process, reading comprehension
and definition of recount text.
Chapter III explains about methodology of the research that consist of
profile of school (setting of the research, subject of study), research method
(research procedure, technique collecting data).
Chapter IV is Data Analysis. Consist of cycle I, cycle II, anlysis,
discussion, and result of each cycle.
Chapter V is closure. The researcher states summary of the study
CHAPTER II
THEORETICALFRAMEWORK
In this chapter, researcher is going to make attempts to explain about the
theoretical framework of reading, reading comprehension and definition of recount
text.
A. Reading
7. Definition of reading
In teaching learning prosecc reading is very improtant, it is to the
learning process. Reading is not only source of information, but also an
active process which consists of recognition and comprehension skill,
reading is a process of understanding the information give in a text. It
involves a group of mind activity which is aimed to understand the
information given through our sight.
According to Grabe (2009:14) reading is often defined in simple
statements much like the following: “reading is the process of receiving
and interpreting information encoded in language from via the medium
of print” or “comprehension occurs when the reader extracts and
integrates various information from the texts and combines it with what
is ready known”. “Reading” is a root of “read” which mean as looking
at and understanding something printed or written (oxford: 2008:365).
Reading is the process to know word and fused the meaning of word
find the main idea of the text. Reading is important to enrich our
knowledge and we can get information by reading. Everyone must
practice their reading more and more, so reading ability and reading
experience will improve. Maybe they find difficulty and frustrating, but
if they will get a good sense of English and will help them to saw the
total meaning of the word. Reading is one of the language skills beside
speaking, writing and listening.
8. Aspect of reading
According to Dallman (1982:25), some of the aspects of reading
which deserve both specific attentions in isolated learning situation and
other time, more balanced attention in more normal reading situation are
word recognition, comprehension and reflection.
There are three aspects of reading as follows:
a. Word recognition
Reading is chiefly skill in recognizing words, continue to
enjoy support in respectable and influential quarters. Today the
favorite of adherents to his view of reading is decoding the
printed page that is recognizing the oral equivalent of the written
symbol.
The vast majority of teachers do not endorse the claim that
the individual who can recognize words can read. To them,
comprehension is an absolute necessity in reading.
c. Reflection
May education have pointed out that the word recognition
and comprehension do not the total of reading act, during the
process of reading when defined as gaining from the printed
page. It is necessary to able to mold ideas as they occur and
conceptualize meaning interpretation through reflection.
9. Type of reading
Reading skill can be distinguished at least four types as follows:
a. Skimming: is making uses the same approach, except that instead of
concentrating on specific information, we are looking for the main
idea or the general gits of the passage. Example: identifying
significant words details and ideas(Krashen, 1987).
b. Scanning: is making quikly over view of passage, looking for
specific information. Example: scanning exercise may asked
students to look for names or dates, to find a definitin of key concept
or too list certain number of supporting details(Krashen, 1987).
c. Extensive reading: is rapid reading for main ideas of large amount
of text. Example: students found the main ideas of a large amount of
d. Intensive reading: is reading for complete understanding of entire.
Example: the students could understand the content and meaning in
the text(Krashen, 1987).
10.Academic Purpose of Reading
The combination of our daily encounters with texts and our needs to
read in different way educational and profesional setting requires that
we read differently depending on the context, the goals and motivations.
When we read for defferent purposes, we engange in many types of
reading, particularly in academic setting. According to Grabe (2009:8),
he defines six major purposes as follows:
a.Reading to search information (scanning and skimming)
b.Reading to quickly understanding (skimming)
c.Reading to learn (from text)
d.Reading to intergrate information
e.Reading to evaluate. Criticize and use information
f. Reading for general comprehension (in many cases, reading for
interest or reading to entertain)
11.The Principle of Teaching Reading
Harmer, Jeremy (2001)offers an idea that reading is essential either
useful as part of the process of language acquisition. It provides the
students with opprtunities to study language and its vocabulary,
grammar, punctualtion, and the way they construct sentences,
paragraphs and texts.
Based on the statements above, it can be stated that reading may
increase the students’ pleasure and effectiveness of language acqusition.
In turn, their reading ability may help all other subjects and their
personal and profesional lives.
Teaching reading promote some principles, according to Harmer,
and they are identified as follows:
a. Reading is not a passive skills. To be skilled readers, the
students are required not only to scratch the surface of the text,
but also understan what the words mean.
b. Students need to be engaged with they are reading. The teacher
has a responsibility to engage the students in the teaching or
reading. He (she) may make them engage by providing them
with interesting reading texts.
c. Students should be encouraged to respond to the content of a
reading text, not just to the language. The teaching of reading
does not only learn the language used in the text, but also give
the students a chance to respond the meaning and message of
d. Prediction is a major factor in reading. it is important to
introduce the theme of the text before the teacher asks the
students to read it. It will give them some idea what to expect
and increase their interest. It will also make them better and
more engaged readers.
e. Match the task to topic. The task that students do after reading
must be appropriate with the topic of the reading text.
f. Good teachers exploit reading texts to the full. After reading,
the teacher should integrate the reading text interesting class
sequences, such as using the topic for discussion and further
tasks.
In conclusion, the teaching of reading must provide the students
with some reading comprehension skills. To achieve this, some
principles must be applied; reading should not be considered as a
passive skill, students must engage with the text and respond to the
content, prediction can be a major factor in reading, the task must match
to the topic, and the teacher is suggested to explore the text.
12.Reading Process
Many specialists defined reading is the process of putting the
reader in contact and communication with ideas. As a matter of fact,
human beings are preprogrammed to perform language acts such as
listening, speaking, writing and reading. Some students may make better
teacher’s job to facilitate what is essential a natural process and to do
this most effectively. She or he must develop some understanding of the
reading process, some understanding of the reading process, there are:
a. The first to be made about the reading process in reading
comprehension. It means, it is relating to what we do not know
or new information to what already known. Comprehension is
always controlled by the needs and purposes of individual.
b. Reading is primarily a cognitive process, which means that the
brain dose most of the word.
c. The process of identification and interpretation of complex
reading process consist of two major sub processes. The first
level is identification and the second level interpretation. The
process of identification is the determining rapidly and
accurately just what the text says.
B. Reading Comprehension
4. Definition of Reading Comprehension
Emerald, 1982:312, Comprehension is a thinking process, it is
thinking through reading. As such, it is dependent upon the learners
basic cognitive and intellectual skill, upon their background of
experience (vocabulary, knowledge, concept and ideas), and upon their
language skill (knowledge, morphology, syntax and grammar).
Reading comprehension is the process of understanding and
material involving multiple words that from coherent thoughts phrases,
sentences, paragraph and so on. They are example of connected text that
can be read with comprehension.
5. Levels of Comprehension
According to McGraw-Hill (2005:74), the levels of comprehension
guide provides structured guidance in helping students read and think at
three levels of comprehension: literal. Interpretive, and applied.
a. The literal level focuses on the students’ identification of
information and facts in the text segment.
b. The interpretive level focuses on having students interpret the
information, make inference, and draw conclusions.
c. The applied level focuses on the students extend their thinking
by considering information and ideas in the text plus their own
prior knowledge and experiences similar to the
critical/evaluative and creative levels of comprehension.
The levels of comprehension guidance helps students identify
important information, interpret the meaning of that information,
and then think about the information and ideas in the text with
respect to their own opinion and ideas. Used within cooperative
group setting, the guide provides the stimulus to generate more
ideas and to cause reflection of what is being learned, though
discussion.
The teacher must understand the factors that affect comprehension if he
is to help individuals overcome their shortcomings in comprehending
what they read. (Dallman, 1982:165). The factors affecting
comprehension as follows:
a.Difficulty of material
b.Intelligence
c.Environment
d.Emphasis on word recognition
e.Emphasis on oral reading a selection
f. Adjustment of reading technique to purpose and type of material
g.Rate of reading
C. Recount Text
a. Definition of Recount
Often you will want to tell other people about something that has
happened in your life. You might want to tell about what you did at the
weekend. It might be about exciting things that happened when you were
on holiday last year. Speaking or writing about past eventsnis called a
recount(Anderson, Mark & Anderson, Kathy: 1997).
A recount is a piece of text that retells past events, usually in the
order in which they happened (Anderson, Mark & Anderson, Kathy:
1997). The purpose of a recount is to give the audience a description of
b. Generic Structure of Recount
o Orientation: a first paragraph that gives background information
about who, what, where and when
o Events: Describing series of event that happened in the past
o Reorientation: It is optional. Stating personal comment of the writer
to the story
c. Language Feature of Recount
• Introducing personal participant; I, my group, etc
• Using chronological connection; then, first, etc
• Using linking verb; was, were, saw, heard, etc
• Using action verb; look, go, change, etc
• Using simple past tense
d. Examples and structures of the text
Generic Structure
1. Orientation = the topic that will describe is visit the Blue Mountains
in Bali
2. Event = describe the situation of scenic railway, shopping, went on
the scenic skyway and saw cockatoos
3. Reorientation = went home
CHAPTER III
METHODOLOGY Orientation
On Friday we went to the Blue Mountains. We
stayed at David and Della’s house. It has a big
garden with lots of colourful flowers and a
tennis court.
Events
On Saturday we saw the Three Sisters and went
on the scenic railway. It was scary. Then,
Mummy and I went shopping with Della. We
went to some antique shops and I tried on some
old hats.
On Sunday we went on the Scenic Skyway and
it rocked. We saw cockatoos having a shower.
In this chapter the researcher explain about profile of school, Subject of the
research, Research Method, Technique of Collecting Data, and Technique of
Analysis Data,
A. Profile of School
3. Setting of the research
The research was done in Junior High school 1 Pringapus,
Wonoyoso. The school is located in Jl. Siswa Desa Wonoyoso
Kecamatan Pringapus Kabupaten Semarang. The research was
conducted Augustus,1th up to Augustus,9th 2016. Before doing the
research, the researcher prepared the instrument that will be use to
measure students improvement when using Recount Text in reading
comprehension. After getting an agreement of the school principle and
the doing consultation to the English teacher who taught at VIIIA of
Junior High School 1 Pringapus.
4. Subject of the research
The subject of the research consisted of the students and the teacher.
The researcher take VIIIA class consisted of 34 students with 4 males and
30 females’ students. They learn it for two hours in each meeting.
The problems that a student often faced were about their reading
comprehension in recount text. Many students do not understand what
the teacher in English when the teacher gives the text or paragraph, so
read with correct pronunciation. For the teacher, they may not find
appropriated methods to teach reading yet or they have problems with
their self-confidence.
Table 3.1
VIII A Students of Junior High School1 Pringapus in the Academic Year 2016/2017
In this research, the researcher focuses on improving students’
reading comprehension in informational text. Based on the result of
this research in how much improvement in students’ reading
comprehension through recount text is served in terms of quality,
then the method used in this study is qualitative research.Kothary
(2004:3) said that quantitative research is based on the measurement
of quantity or amount and applicable to phenomena that can be
expressed in terms of quantity.
7. Research Approach
Here, the researcher uses action approach. This study is aimed
to make better the students’ reading comprehension. Suyadi
(2010:21) says that action research is aimed to make better in every
aspects of learning, action research also headed to a teacher makes
better his/her profession as a teacher, so that students’ learning result
improve time by time.
8. Research Design
In order to make the data in this research complete and clear,
the researcher describes the design used in this research. The
researcher uses Single-Group Interrupted Time-Series Design.
Creswell (1990:161) said that in this Single-Group Interrupted
Time-Series Design, the researcher records measures for a single group
only his research in a single group of action. The researcher records
the result for one group both before and after the treatment.
9. Data Collection Method
Kothary (2004:17) said, if the researcher conducts an action,
researcher observes some quantitative measurements, or the data,
with the help of which he examines the truth contained in his
hypothesis. As a teacher, the researcher prepares the media and
materials, explains the materials and leads the class in a condition to
make a discussion. The steps to get a data, teacher divides the
discussion into some activities, such as pre-reading activity,
reading-writing activity, reading aloud, and the last is learning outcomes.
Pre-reading activity is aimed to know how far student
comprehension in reading before the treatment carried out. By this
pre reading activity, the researcher knows the difference conditions
before and after the treatment. In Reading-Writing activity, teacher
distributes the recount text with some paper and gives some
instructions. And also writes some of them on the board.The third
activity is Reading Aloud. Here, each group read aloud its recount
text. The last activity is Learning Outcomes, here the member of one
group foundmean idea from the story. The other, most organized
among the entire class included idea on different topics.
By these activities the researcher will get the data then analyze
10.Data Analysis Method
Data analysis for this research is descriptive quantitative. This
analysis is aimed to know the improvement in students’ reading
comprehension through recount text as a teaching media in the
Second Grade of Junior High School 1 Pringapus.
The data are the documentation from the pre-reading activity,
and the learning outcomes. In analyzing the score, the researcher
uses statistical technique to find out the mean score of the students.
After the score is found, the writer concludes how much the
improvement from the pre-reading activity to the learning outcomes.
C. Research Procedure
4. Research procedure
This study used a classroom action research consists of two
cycles. According to Arikunto (2010:138) each cycle consist of:
a. Planning
In this stage researcher do some action like observe the
learning process technique used by the previous teacher,
identify the hindrance and the easiness factors in the
previous learning process, formulate the alternative action
were done, and the last arrange the lesson plan.
From the explanation above, the researcher made a
schedule. First, observing the school condition, the class
method of learning used in that class. Then, made the
purpose of learning based on the observation also prepare
lesson plan.
b. Action
Action is implementation of the planning in the class. In
this stage the researcher must follow the program in the
planning (Arikunto, 2010:139). Sam’s (2010:80) added
that the researcher’s position in this research is as an active
participant that is by participating in the observation
besides giving an action to the research’s subject.
This stage is done by carrying out lesson plan on
teaching reading. Doing pre-test to students that the result
will be compared to the post-test, follow-up of the first
cycle of learning is to identify the strengths and
weaknesses of the learning outcomes. Researcher presents
them in the following:
1) Giving pre-test
2) Teaching reading by recount text
3) Giving occasion to the students to ask any
difficulties or problems
4) Giving post-past
Arikunto (2010; 139) said when the researchers takes the
class, she/he is need colleague to observe and analyze the
condition of the class and the students. In this researcher
also gives the students pre test and post test that both of
them will analyze by the researcher. While, to got the data
about student’s responses during learning process was a
note.
d. Reflection
In this part, Arikunto (2010:140) stated that researcher
and observer discuss the result of learning process. It
consists of analyzing the action and doing intervention,
clarification how the researcher doing the researcher doing
the research as the teacher, also the condition of the class
and the students.
As soon as the class ending, the teacher or researcher
was discussed with the observer about the learning process.
Whether the device successful or not. Also, it was to find
the weakness and the advantage of the device then find out
the appropriate solution.
5. Technique of Collecting Data
The researcher will present the act of collecting data as follows:
According Arikunto (2010:226), to measure and analyze
the subject using a test. It’s used to measure the basic
competence and achievement. The type of researcher used in
school is test made by the teacher. The researcher used test made
by the teacher. In this case, researcher was used pre-test. Pre-test
is a test given before some treatment period. It was chosen
because it could measure that arranged by certain procedure, has
not been examined many time so it’s characteristic and strength.
b. Observation
Observe is look at an occurrence, movement and process.
Observing is not an easy task since people are influenced a lot
by interests and tendencies they have. In observation, the most
effective way complete the observation format or from as the
instrument. The arranged form consists of items about
occurrences or behaviors that drawn happened (Arikunto,
2010:2720.
c. Documentation
Arikunto (2010:274) stated that documentation methods is
an activity to look for variable like notes, transcribes, books,
newspapers, magazines, etc. this method isn’t too difficult since
In this section, besides make a note the researcher took
photographs as proof of teaching learning activity.
6. Technique of Analysis Data
The researcher conducted the action research of teaching
reading using recount text at Second Grade Students of Junior High
School1 Pringapus in the academic year of 2016/2017.
In analyzing the data, the researchers use the quantitative data
analysis. This study would be successful when there is increasing of
students’ comprehension in reading. Before applying the action, the
students would be given pre-test and post-test in the end of to know
the progressing of students. Hypotheses and methods of data
collection are created before the research begins (Lodico, 2006:6).
This technique is used to know the students’ score of reading
comprehension in each cycle. The formulas according to Hadi
(1981:246) are:
a.Mean
Mean is sun of all students score and divide it with total
of individual. The function of the formula is finding the
average from raw data.
Where,
M : Mean of students’ score
∑X : The sum of students’ score
N : The total number of students
b. SD (Standard Deviation)
The function of the formula is to solve standard
deviation calculation from the data that arranged into
distribution table.
𝑆𝐷𝐷 = √∑𝐷
2
𝑁 − ( ∑𝐷
𝑁 )
2
Where,
𝑆𝐷 : Deviation Standard for one sample t-test
𝐷 : Different between pre-test post-test
N : Number of observation in sample
c. T-test
To be able to know whether there is a significant
improvement or not between pre-test and post-test,
researcher using t-test after calculate the SD. Because the
total of the students is 34, the researcher using t-table = 2,
𝑡𝑂 = (∑ 𝐷𝑁) (𝑆𝐷𝐷
√𝑁−1)
Where,
𝑡𝑜 : T-test for the different of pre-test and post-test
𝑆𝐷 : Deviation Standard for one sample t-test
𝐷 : Different between pre-test and post-test
𝑁 : Number of observation in sample
CHAPTER IV
DATA ANALYSIS
In this chapter, the researcher will discuss about data anlysis, which has been
collected. The researcher gives the details of the findings. It shows the finding of
is applied on two cycles. These cycle will show the improvement of the students’
comprehension in reading.
A. Research Finding
In this research, the researcheract as the teacher while the learning
process was observed by his partner, Aisyah Ambalika Saraswati. The
researcherheld two cycles while each cycle consists of planning, action,
observation and reflection.
The whole steps of this research were explained in the description
below:
3. Cycle I
5) Planning
Before conducting the research, the writer prepared the
research instruments, they were:
a. Lesson plan: it was used as a guidance and controling the
learning process.
b. Material: in this cycle the researcher used formal text book.
c. Teaching aid: the researcher used recount text and recount
text
d. Test: it was include pre-test and post-test was a test given to
the students before the researcher conveyed the material
using his teaching technique, while post-test was a test given
to the students after the researcher conducted his device.
Implentation of the learning process in cycle I was done on
Saturday, August 6𝑡ℎ 2016. The teacher and his observer entered
the English class. The class was started by praying together and
introduced the researcher hisself to the students. Then, the
teacher informed the students about activities to be
implemented. The situation in the class as follow:
Teacher : “Assalamu’alaikum wr. Wb. Before we start our
lesson today let say Basmalah together.
Bismillahirramanirrachim”.
Students : “Wa’alaikumsalam wr. Wb.
Bismillahirrahmanirrachim”.
Teacher : “Good morning students. How are you today?”
Students : “Good morning. I’m fine thank you and you?”
Teacher : “I’m fine too, thank you. “Well, for this time and
next meeting will learning English together. First, let
me introduce myse lf, my name is Muhamad Mustofa.
You ca call me Mr. Tofa.”
(“oke, untuk pertemuan hari ini dan beberapa hari kedeapan
kita akan belajar Bahasa Inggris bersama. Perkenalkan, nama
saya Muhamad Mustofa. Kalian bisa panggil sata Mr. Tofa.”)
The first pre-test given by the teacher was answering the
question which for their pre-test. Teacher shared the worksheet to
work and to help students’ difficulties. Most of them have
difficulties in understanding the vocabularies. After the time for
the test finished the teacher collected the students’ work.
Then, the activity continued with explanation little bit of the
material by the teacher. When the teacher explained it, the
students listened and paid attention to his. After the teacher gave
the explanation, the techer gives the chance to the students to find
the main of the material.
After that, the teacher implemented his teaching device by
giving some worksheets to the students. The teacher asked the
students to work individually for their post-test and gave limited
time to finish it. When they finished they should collect their
work.
7) Observation
During this activity, teacher and his observer were
observing all the activities happened during the learning process.
They also observing and monitoring all the students’ attitude,
response and attention to the learning activity. But the result of
this learning needs improvement.
There were some students showed that they had difficulties
Other weaknesses were on the pronunciation. Nevertheless, there
were some other students had a good skill in reading.
8) Reflection
Based on the result of the data and observation on the first
cycle learning process, it was obtained the reflection as follows:
a. There are students who should require more intensive
guidance are Ade Ria, Berlian, and Siti, they have
difficulty in reading and less in mastering the
vocabulary from the other students.
b. The use of recount textcan motivate and help students
in reading process. It is important because it helps them
read especially in recount text.
c. In the next cycle reseacher still used the same device so
the students will understand more with the activity.
Therefore, the result of the next cycle will improve as
expected.
Furtheremore,to know if there is an improvement in
reading, reseacher analyzes the result using t-test calculation from
the result of the pre-test and post-test. The calculation as follow:
Table 4.1
6 R6 70
The result of post test cycle I
19 R19 75
The result of pre test and post test cycle I
No Nama Peserta Didik Pre-Test
32
R32
70 80 10 100
33
R33
40 70 30 900
34
R34
50 65 15 225
∑ = 2030 2495 465 10925
a. Mean of Pre-test I
𝑀𝑥 = ∑ 𝑥𝑁
𝑀𝑥 = 203034
𝑀𝑥 = 59.70
b. Mean of Post-test I
𝑀𝑥 = ∑ 𝑥𝑁
𝑀𝑥 = 249534
𝑀𝑥 =73.38
1) Mean of pre-test = 59.70
2) Mean of post-test =73.38
4) There is an improvement of reading comprehension between pre-test
and post-test
c. SD (standar Deviation) of pre-test and post-test
𝑆𝐷𝐷 = √∑𝐷
2
𝑁 − ( ∑𝐷
𝑁 )
2
= √1092534 − (46534)2
= √321.32 − 187.04
= √134.27
= 11.58
d. Calculating𝑡𝑜
𝑡𝑜 = ( ∑ 𝐷
𝑁 ) (𝑆𝐷𝐷
√𝑁−1)
= (
465
34)
= (13.67) (11.58√33)
= (13.67) (11.585.74)
= (13.67)(2.01)
= 6.80
Presentage score
𝑃 = 𝐹𝑁 𝑥 100%
Presentage of score : < 75 =1534𝑥 100%
= 44.11%
Presentage of score : > 75 = 1934𝑥 100%
= 55.88%
In the other hand, from the result in the cycle 1, based on the standardized score
(KKM) is 75 and the students who get the score approach with the KKM is 44.11%
students. The researcher want to get 70% students who get score is 75. The result
The T-calculation also shows that there is significant influence of recount text in
improving the student’ reading comprehension. The result is that T-calculation is
6.80. It means that there is a considerable influence in cycle I.
Eventhough in cycle 1 is suitable the reseacher wants to conduct cycle 2 with the
reason that reseacher wants to know the result in students improvement with the
different material. Does it make different result cycle I and cycle II or not.
4. Cycle II
Learning process in cycle II was a revision from the result of
previous cycle. It was same with cycle I that consisted of planning,
implementation of the action, observation and reflection.
1) Planning, preparing the learning activities:
a. Lesson plan: revised the learning process in cycle I
b. Material : gave recount text
c. Teaching aid : the researcher used recount text as teaching aid
d. Test: pre-test and post test
2) Implementation of the action
It was on Monday, 8𝑡ℎ August 2016. In this section the researcher
still used the same device it was to revise the previous teaching learning
process. As in the cycle I the researcher gave students pre-test before
Teacher : “well today we’ll still discuss about Recount text.
So, anyone please can mention all part of recount
language features?” (“Ok, hari ini kita masih akan
membahas tentang recount teks. Siapa yang masih
ingat kemarin apa saja yang termasuk dari ciri umum
kebahasaan recount teks?”)
Students :”Use simple past tense, Mr.” (“menggunakan simple
past tense Mr.”)
Then teacher also gave the example of the material to the students as
a reminder. So it will be useful to the students in doing their task.
When doing the pre-test teacher allowed the students to use
dictionary or asked him about the difficulties they found. Teacher
observed every student by walking through the class. Teacher also gave
limited time to finish the students’ task so they should finish it soon and
collected it then.
When the teacher applied the same device, the students seemed more
familiar since it just the same with the previous meeting.
After all activities teaching learning process have done, the teacher
asked the students to work individually for their post-test and gave them
limited time to finish it. When they finished it they should collect their
3) Observation
At this stage students seemed more understand about the material
and the technique used by teacher. The students’ activeness increases
too. The students seemed more confident to read the text. They are also
more comfortable to be the learning activity.
From the result of this cycle, it shows that there is an improvement
compared with the previous cycle. So it means that the students more
understand with the materials. It’s also shows that the students made an
increase in their reading comprehension.
4) Reflection
After analyzing the result of cycle II, the researcher concluded that
recount text can improve students’ comprehension. In addition
students’ attention increased and they more active asking questions.
Based on the result of data analysis and observation in cycle II, it is
obtained that the use of recount text is able to stimulate the students’
comprehension in reading. This following table is the score of students’
worksheet in cycle II consist of pre-test and post-test.
Table 4.4
The result of pre test cycle II
No Nama Peserta Didik Scor
e
1 R1 75
2 R2 80
4 R4 90
Nama Peserta Didik Score
18 R18 90
The result of post-test cycle II
6 R6 85
The result of pre test and post test cycle II
No Nama Peserta Didik Pre-Test
31 R31 75 85 10 100
4) There is an improvement of reading comprehension between pre-test and post-test
c. SD (Standard Deviation) of pre-test and post-test
𝑆𝐷𝐷 = √29.41−0.34
𝑆𝐷𝐷 = √29.06
𝑆𝐷𝐷 = 5.39
d. Calculating 𝑡𝑜
𝑡𝑜 = ( ∑ 𝐷
𝑁) (𝑆𝐷𝐷
√𝑁−1)
𝑡𝑜 = (
20 34)
(√534.29−1)
𝑡𝑜 =(0.58) (5.√3329)
𝑡𝑜 =(0.58) (55..2974)
𝑡𝑜 =(0.58)(0.92)
𝑡𝑜 = 0.07
Presentage score:
𝑃 =𝑁 𝑥 𝐹 100%
Presentage of score : < 75 =340 𝑥 100%
= 0%
= 100%
From the percentage in the cycle 2, based on the standardized score (KKM) is 75
and the students who get score approach with the KKM is 100% students.
Finaly, the reseacher get the result of this cycle is suitable with the target’s
reseacher. It is successful based on the percentage in the cycle I and cycle II. Its mean
that recount textis able to improve students’ reading comprehension.
B. Discussion
From the result of the data analysis in cycle I and II, the researcher analyzed the
students improvement from each cycle. The improvement as follow:
Table 4.7
The mean of students’ score
No. Analyze Cycle I Cycle II
The table show that the improvement of the students’ reading comprehension is
improve from the cycle I to cycle II. Based on the procedure, applying the recount text
is successful to improve students reading comprehension. The table above shows the
differences of t-calculation in each cycle.
Beside, the mean of pre-test and post-test in each cycle also increase. It can be seen
in table above. The mean of pre-test in cycle I is 59.70 while the post-test is 73.38. In
cycle the mean also increase. Te mean of pre-test and post-test in cycle II is 83.26 and
84.26.
It is a prove that the students’ reading comprehension improve in each cycle. The
students’ score. Then, the score of post-test is better than pre-test so it means that the
students reading comprehension is enhace after applied the recount text.
CHAPTER V
The finding of the research in Junior High School 1 Pringapus shows:
1. The implentation of “recount text” in reading comprehension of the Second
Grade Students of Junior High School 1 Pringapus done well. It can make
students more active to read, because most of them more easily understand
the main idea by using “recount text” in reading their text. Before the
“recount text” applied, the students got difficulties in looking for the
vocabularies and the main idea of the text. During the test most of them
spent their time to look for the meaning in the dictionary. After the “recount
text” applied the students’ response is good.
2. The students’ comprehension of reading can be improved by “recount text”
in teaching learning process. It can be proven by the score of pre-test and
post-test. The score of post-test was greater than pre-test. The cycle I shows
that the score of pre-test 59,70 and the score of post-test is 73,38.
Meanwhile, the cycle II shows that the score of pre-test is 83,67 and score
of post-test is 84,26. It means that there is significant difference in the mean
between pre-test and post-test. This indicates that “recount text” can
improve the students’ reading comprehension of the Second Grade
Students’ of Junior High School 1 Pringapus in the academic year
2016/2017.
3. Using “recount text” could give an improvement bycalculating using t-test
calculation. T-test is formula to know the significant differences between
pre-test and post-test. From the t-test, it can be seen that there is
improvement from the first cycle to the second cycle. Furthermore, the
“recount text” also make the students get more challenge, because they can
explain what they have read by using “recount text” and it can increase their
confidence to share their knowledge to other friends.
At the end of this chapter, the reseacher would like to propose some
suggestions that hopefully would be useful as follow:
1. For the institution
The institution should facilitate the learning process to make the learning
effective. The students also need must motivation to study English so the
students can have English skill. The motivation can also be their basic to
study more about English.
2. For English Teacher
a) The English teacher should improve their ability in the process of
teaching and learning, and the teacher should know toward students’
problem. The strategy of teaching reading will influence the students’
ability to study. The teacher especially in reading is such an easy and
interesting to learn. The use of appropriate method should be
encouraged.
b) The teacher should give a clear and through explanation to the students.
Teacher can make the material easy and simple. So that students will
understand the materials easily.
3. For Students
a) Students should always be active in the teaching learning process and
did not be afraid or lazy in English lesson, so that the students should
develop their motivation.
b) Beside studying in school students should study in other place
independently, like in their house, join English course to make an
improvement, or read source.
c) Students should be obligated to bring dictionary in every English class.
e) The students should be confidence when the teacher asks them to read
on front of the calss.
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RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama sekolah : SMP Negeri 1 Pringapus
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII / 1
Jenis Teks : Monolog Recount Text
Pertemuan ke : 1 (pertama)
Alokasi waktu : 4x40’
1. Standar Kompetensi
5. Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar.
2. Kompetensi Dasar
5.3 Merespon makna dan langkah retorika dalam esei pendek sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar dalam teks berbentuk descriptive dan recount.
3. Indikator
a. Mampu mengidentifikasi makna gagasan (ideasional) dan informasi faktual dalam
teks, main ideas, supporting ideas, details.
b. Mampu merespons makna gagasan yang terdapat dalam teks recount dengan
benar.
c. Mampu mengidentifikasi langkah-langkah retorika dalam wacana recount.
d. Mampu mengidentifikasi tujuan komunikatif teks recount.
Karakter siswa yang diharapkan:
a. Dapat dipercaya ( Trustworthines)
b. Rasa hormat dan perhatian ( respect )
c. Tekun ( diligence )
4. Tujuan Pembelajaran
1. Siswa mampu mengidentifikasi makna gagasan (ideasional) dan informasi
faktual dalam teks, main ideas, supporting ideas, details.
2. Siswa mampu merespons makna gagasan yang terdapat dalam teks recount
dengan benar.
3. Siswa mampu mengidentifikasi langkah-langkah retorika dalam wacana
recount.
4. Siswa mampu mengidentifikasi tujuan komunikatif teks recount.
